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1
Wilkinson, Andrew M. "Argument as a Primary Act of Mind." Educational Review 38, no. 2 (June 1986): 127–38. http://dx.doi.org/10.1080/0013191860380204.
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Yuvaraj, Nisha, and U. Arabi. "Determinants of Household Expenditure on Primary Education." Shanlax International Journal of Economics 9, no. 3 (June 1, 2021): 10–14. http://dx.doi.org/10.34293/economics.v9i3.4021.
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Government expenditures and household expenditures appear to act as complements rather than substitutes for each other: an increase in government expenditure tends to increase household expenditures and vice-versa. Public investment can provide educational facilities, quality, and other institutional measures, but only household investment will enable its utilization.
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Summer, Anita. "Entrepreneurship Education in Mathematics Education for Future Primary School Teachers." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.
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Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.
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Ulitko, V. "Primary School Teacher Vocational Education: Model Building." Primary Education 7, no. 6 (December 25, 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.
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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.
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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.
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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Wilkinson, Andrew. "Argument as a Primary Act of Mind." English in Education 24, no. 1 (March 1990): 10–22. http://dx.doi.org/10.1111/j.1754-8845.1990.tb01301.x.
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Raab, Patricia, and Franz X. Bogner. "Microplastics in the Environment: Raising Awareness in Primary Education." American Biology Teacher 82, no. 7 (September 1, 2020): 478–87. http://dx.doi.org/10.1525/abt.2020.82.7.478.
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Microplastic pollution is an environmental threat with substantial effects on ecosystems. Persistence and ubiquity are the central causes of the problems microplastics generate, especially throughout water-based food webs. To limit microplastic pollution, accountability of individuals is needed, which requires reliable information for an individual to act accordingly. Knowledge about sources, contamination, fate, and effects of microplastic in the environment may be an essential element in enhancing students' motivation and sense of responsibility. Our module “Plastic Detectives – The Search for Plastic” offers consciousness-raising tasks that involve students in hands-on learning activities. Within student-centered activities, different tasks on sources in everyday life, sinks in aquatic ecosystems, effects on marine animals, and prevention strategies for microplastics are in focus. With an appropriate overview, students may be sufficiently enabled to ponder their purchase decisions and potentially limit microplastic pollution in everyday life.
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Bass, Di, and Colin A. Hardy. "That Sinking Feeling: Swimming in Primary Schools Post the 1988 Education Reform Act." European Journal of Physical Education 2, no. 2 (January 1997): 178–97. http://dx.doi.org/10.1080/1740898970020205.
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Klink, Kathleen A., Sylvia E. Joice, and Shannon K. McDevitt. "Impact of the Affordable Care Act on Grant-Supported Primary Care Faculty Development." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 419–23. http://dx.doi.org/10.4300/jgme-d-14-00329.1.
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Abstract Health reform requires well-trained primary care physicians with new skills. Teaching faculty need to develop proficiency to deliver care in new models and systems, to lead change, and to teach these skills to the next generation of clinicians. Title VII Section 747 of the Public Health Service Act, modified and reauthorized under the Patient Protection and Affordable Care Act (ACA), is the only federal program that specifically supports the professional development of primary care faculty. We analyzed the effect of the modifications under the ACA on a funding opportunity announcement addressing faculty development needs and attributes of funded applications, including geographic regions. The data offer useful insights to programs interested in tapping sources of support for primary care faculty development. The data also show that targeted federal funding can bring about changes that contribute to an up-to-date, responsive primary care workforce. Title VII programs, as amended by the ACA, focus on curriculum development, teaching in community-based settings, and integrating patient-centered medical home concepts and interprofessional education and practice into the training of the next generation of physicians. These strategies drive change and improve the quality of care and patient outcomes.
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Evans, John, Dawn Penney, Amanda Bryant, and Monique Hennink. "All Things Bright and Beautiful? PE in primary schools post the 1988 Education Reform Act." Educational Review 48, no. 1 (February 1996): 29–40. http://dx.doi.org/10.1080/0013191960480103.
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Yatyschuk, A., and O. Yatyschuk. "Education of spirituality in children of primary school age." Ukrainian Religious Studies, no. 36 (October 25, 2005): 299–304. http://dx.doi.org/10.32420/2005.36.1689.
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The future of any society, its moral climate, is determined by what happens in the souls of the younger generation. The most responsible mission for the formation of a spiritually developed personality, and therefore the level of spirituality of society as a whole, is entrusted to education as a social branch. The main task of the modern school is to form a new person of the biosocial level, who would live and act in accordance with the universal laws of the Cosmos. It is for this purpose that education must be made so that the priority in it belongs to the question of the formation and development of the spiritual ideal. This issue has always been at the forefront of time and has been given considerable attention. There are many views on the ways and methods of accomplishing this task.
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Das, Subhasish, and Amit K. Biswas. "Quality and Determinants of Primary Education in Rural India." Indian Journal of Human Development 15, no. 2 (August 2021): 323–33. http://dx.doi.org/10.1177/09737030211036850.
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India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.
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Clarke, Tenille. "Legislation in Australia: Social Control or Education?" Australian Journal of Environmental Education 17 (2001): 115–17. http://dx.doi.org/10.1017/s0814062600002512.
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The primary function of legislation in Australia is that of an educative one rather than an enforcement role. An example of legislation the main function of which is to educate is the Occupational Health and Safety Act, 1985 (O.H.&S. Act). The main aim of the Act is to legislate for a safe work place, breaches of the Act can induce human suffering, therefore the Act is designed to prevent workplace accidents, not to prosecute.The O.H.&S. Act was introduced after a time of social change. The sixties and seventies were times of protest on matters concerning equality for women and for many underprivileged groups. As a result of this, a demand for the rights of safety within the workplace followed. With the advent of the Act in 1985 came a legitimation to the premises of workplace health and safety. The demands for workplace health and safety were recognised by the government and it accommodated by legislating for a safe workplace. The OH & S Act satisfies a need to educate the public on workplace safety and the right to workplace rehabilitation after a workplace illness, by using many social mechanisms. These mechanisms include the set up of a beaurocratic organisation—Workcover, to administer the Act. Workcover educates the public through the use of training schemes, graphic television commercials and standards as a guide to correct practice. Evolution of the Act to management of safety by employers and employees demonstrated that legislation is a self-referential system that has feedback loops which are the result of the education of society. The mechanisms used in the processes of education are socially constructed. Legislation is therefore used to guide society into acceptance of an ideal/framework.
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Thabah, MM, and R. Sharma. "Aspirin for primary prevention of cardiovascular disease events in diabetes: the balancing act?" Journal of the Royal College of Physicians of Edinburgh 48, no. 4 (2018): 332–33. http://dx.doi.org/10.4997/jrcpe.2018.410.
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Rose, Deondra. "The Public Policy Roots of Women's Increasing College Degree Attainment: The National Defense Education Act of 1958 and the Higher Education Act of 1965." Studies in American Political Development 30, no. 1 (April 2016): 62–93. http://dx.doi.org/10.1017/s0898588x1600002x.
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How do we explain the steep increase in women's higher educational attainment that began in the mid-twentieth century and has continued, unchecked, in subsequent decades? Although many point to the emergence of feminism and the creation of Title IX in the 1970s as the origins of this trend, I argue that two federal student aid programs—the National Defense Education Act of 1958 and the Higher Education Act of 1965—helped set the stage for women to surpass men as the recipients of bachelor's degrees. Using historical analysis of primary and secondary resources, I present two related case studies that demonstrate the central role that unique political contexts and nondiscriminatory program administration have played in lawmakers' capacity to promote equal opportunity through public policy. This study suggests that women's increasing college degree attainment has important, but frequently overlooked, public policy roots.
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Smith, John T. "The Wesleyans, The ‘Romanists’ and the Education Act Of 1870." Recusant History 23, no. 1 (May 1996): 127–42. http://dx.doi.org/10.1017/s0034193200002181.
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The Wesleyan Church in the second half of the nineteenth century exhibited a high degree of anti-Catholicism, a phenomenon which had intensified with the ‘Romanising’ influence of the Tractarian movement in the Church of England. To many Wesleyans Roman and Anglo-Catholicism seemed synonymous and the battleground of faith was to be elementary education. The conflict began earlier in the century. When in 1848 Roman Catholic schools made application to the government for grants similar to those offered to the Wesleyans there was an immediate split in Wesleyan ranks. At the Conference in Hull in 1848 Beaumont, Osborn and William Bunting attacked their leadership. They claimed that Methodists should not accept grants in common with Catholics. Jabez Bunting, the primary Wesleyan spokesman of his age, was however rather less critical of the Roman Catholic Church than he had been previously and clearly advocated the continuation of the grant:
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Hoque, Nurzamal, and Ratul Mahanta. "Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy." Space and Culture, India 8, no. 2 (September 29, 2020): 117–28. http://dx.doi.org/10.20896/saci.v8i2.841.
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While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.
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Porto, Melina. "English language education in primary schooling in Argentina." education policy analysis archives 24 (August 1, 2016): 80. http://dx.doi.org/10.14507/epaa.24.2450.
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This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the direction of language policies in primary education at the provincial and national levels in the country. I describe the national curriculum guidelines (Núcleos de aprendizaje prioritario, NAP) for foreign language education, contextualising them within the national education policies for primary school in force since 2003 and the new National Education Act (Ley Nacional de Educación 26.206). These guidelines and policies adopt an intercultural and plurilingual approach in the teaching of foreign languages, including English, at all levels of education and embrace a social justice conceptualisation of education in all cases. This approach has been materialised in ELT curriculum developments and programs in several of the 24 jurisdictions of the country with different degrees of development. I illustrate with the cases of the provinces of Buenos Aires, La Pampa, Entre Ríos and Chubut using interview data collected in 2015. Program leaders in these provinces describe their local initiatives. The article closes with a brief account of the affordances observed and the challenges ahead.
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T, Brahmanandam, and Babu Bosu. "State of Primary Education among Tribals: Issues and Challenges." Artha - Journal of Social Sciences 14, no. 4 (October 1, 2015): 127. http://dx.doi.org/10.12724/ajss.35.7.
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Scheduled Tribes have always been a geographically and socially isolated group in Indian society, besides being a culturally-economically marginalized society. Their areas were by and large sparsely populated and had evolved over centuries their own system of maintaining law and order. The British also allowed them to live according to their own way of life. The national leaders, however, were aware of their backwardness and were eager to take measures for their betterment. As a result a few provisions were adopted in the Government of India Act 1935.During the post-Independence period, the policy makers have made sincere and concerted efforts for overall development of these groups both economically as well as educationally. Despite these efforts the performance of the tribal groups is much lower when compared to other marginalized groups like Scheduled Castes and Other Backward Castes. The available literature on tribal primary education suggests, most of the time the policymakers’ approach was only to develop a national curriculum instead of giving importance to their skill-oriented, practical capabilities which has impacted their life in a more serious manner.
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Widiasih, Dewa Agung Putri. "EFEKTIVITAS KEGIATAN KELOMPOK KERJA GURU (KKG)." Dharmasmrti: Jurnal Ilmu Agama dan Kebudayaan 17, no. 1 (April 1, 2017): 82–90. http://dx.doi.org/10.32795/ds.v16i01.77.
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The act No. 14 of 2005, article 1, paragraph 1 states that the teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing and evaluating the students on the early childhood education, formal education, primary education, and middle educa- tion. The teachers are required to carry out the process of learning which includes exploration, elabo- ration and confirmation to change the educational paradigm, which is from the paradigm of teaching to the paradigm learning. The obstacle for the teachers is that because they have abandoned the strat- egy of teacher-centered learning (teacher center oriented) strategies in order to work on the student- centered learning orientation.
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Arens, Alvin A., and Randal J. Elder. "Perspectives on Auditing Education after Sarbanes-Oxley." Issues in Accounting Education 21, no. 4 (November 1, 2006): 345–62. http://dx.doi.org/10.2308/iace.2006.21.4.345.
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The events leading up to and culminating in the passage of the Sarbanes-Oxley Act of 2002 dramatically impacted the auditing profession and auditing practice. Auditing is again the primary revenue source at the major accounting firms and is growing significantly. The auditing environment after passage of the Act demands students with greater understanding of risk assessment, including business and fraud risks, forensic accounting skills, the ability to understand and document controls and link controls to assertions and audit evidence, and the competence to deal with corporate governance and other PCAOB requirements. Acquiring these skills will require changes in the basic auditing course and one or more advanced auditing courses, as well as changes in the core business and accounting curriculum.
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Rieselbach, Richard E., David A. Feldstein, Patrick T. Lee, Thomas J. Nasca, Paul H. Rockey, Alwin F. Steinmann, and Valerie E. Stone. "Ambulatory Training for Primary Care General Internists: Innovation With the Affordable Care Act in Mind." Journal of Graduate Medical Education 6, no. 2 (June 1, 2014): 395–98. http://dx.doi.org/10.4300/jgme-d-14-00119.1.
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Abstract Background Although primary care general internists (PCGIs) are essential to the physician workforce and the success of the Affordable Care Act, they are becoming an endangered species. Objective We describe an expanded program to educate PCGIs to meet the needs of a reformed health care system and detail the competencies PCGIs will need for their roles in team-based care. Intervention We recommended 5 initiatives to stabilize and expand the PCGI workforce: (1) caring for a defined patient population, (2) leading and serving as members of multidisciplinary health care teams, (3) participating in a medical neighborhood, (4) improving capacity for serving complex patients in group practices and accountable care organizations, and (5) finding an academic role for PCGIs, including clinical, population health, and health services research. A revamped approach to PCGI education based in teaching health centers formed by community health center and academic medical center partnerships would facilitate these curricular innovations. Anticipated Outcomes New approaches to primary care education would include multispecialty group practices facilitated by electronic consultation and clinical decision-support systems provided by the academic medical center partner. Multiprofessional and multidisciplinary education would prepare PCGI trainees with relevant skills for 21st century practice. The centers would also serve as sites for state and federal Medicaid graduate medical education (GME) expansion funding, making this funding more accountable to national health workforce priorities. Conclusions The proposed innovative approach to PCGI training would provide an innovative educational environment, enhance general internist recruitment, provide team-based care for underserved patients, and ensure accountability of GME funds.
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Easton-Brooks, Donald, and Alan Davis. "Teacher qualification and the achievement gap in early primary grades." education policy analysis archives 17 (August 10, 2009): 15. http://dx.doi.org/10.14507/epaa.v17n15.2009.
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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.
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Barón, Júlia, Helena Roquet, Natalia Evnitskaya, and Noelia Navarro. "Pragmatics in Teacher Talk: The Case of Pre-Primary Education." English Language Teaching 13, no. 8 (July 28, 2020): 168. http://dx.doi.org/10.5539/elt.v13n8p168.
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This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.
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Skamp, Keith, Eddie Boyes, and Martin Stannistreet. "Global Warming Responses at the Primary Secondary Interface 1. Students' Beliefs and Willingness to Act." Australian Journal of Environmental Education 25 (2009): 15–30. http://dx.doi.org/10.1017/s0814062600000379.
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AbstractUsing survey methodology, students' beliefs, and willingness to act, about 16 specific actions related to global warming are compared across the primary secondary interface. More primary students believed in the effectiveness of most actions to reduce global warming and were willing to take those actions. In general there was a disparity between students' beliefs and their actions and explanations are proffered for these differences. Characteristics that distinguish primary from secondary schooling are proposed for the variations across the interface and these have implications for practice.
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Shah, Manisha, and Bryce Steinberg. "The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality." AEA Papers and Proceedings 109 (May 1, 2019): 232–38. http://dx.doi.org/10.1257/pandp.20191060.
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The Right to Education (RTE) Act passed in 2009 guarantees access to free primary education to all children ages 6-14 in India. This paper investigates whether national trends in educational outcomes change around the time of this law using household surveys and administrative data. We document four trends: (1) school-going increases after the passage of RTE, (2) test scores decline dramatically after 2010, (3) school infrastructure appears to improve both before and after RTE, and (4) the number of students who have to repeat a grade falls precipitously after RTE is enacted, in line with official provisions of the law.
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Vásquez, Claudia, Israel García-Alonso, María José Seckel, and Ángel Alsina. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy." Sustainability 13, no. 6 (March 12, 2021): 3115. http://dx.doi.org/10.3390/su13063115.
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Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.
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VanSchenkhof, Matthew, Matthew Houseworth, and Scott Smith. "Fair Labor Standard Act Mandate: How Do Higher Education Human Resource Departments React?" International Journal of Business Administration 8, no. 5 (July 10, 2017): 36. http://dx.doi.org/10.5430/ijba.v8n5p36.
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Mandates from the United States government may create drastic changes in the university landscape. The Fair Labor Standard Act (FLSA) Mandate that was expected to go into effect in December of 2016 provided a means to understand how required changes impact the human resource (HR) departments within institutions. This paper addresses the primary concerns of institutional human resource departments as the FLSA mandate required status changes for up to 15% of the campus workforce. Analysis of forecasted issues with employee engagement generated central issues regarding ability to communicate with constituents, resources available to HR departments, faculty and staff morale, compensation fairness, while not concentrating on employee engagement.
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Monia, Shadika Haque. "TOWARDS A NORMATIVE LEGAL MECHANISM OF A UNITARY PRIMARY EDUCATION IN BANGLADESH." Education, Sustainability And Society 3, no. 2 (December 7, 2020): 65–68. http://dx.doi.org/10.26480/ess.02.2020.65.68.
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The Constitution of the People’s Republic of Bangladesh ensures the right to education under Article 17. From the liberation war of 1971 till 2020, the country has been developed its primary education system. Besides, there is no unitary idea or meaning of primary education in Bangladesh. To protect the nation from the diversity of primary education, the National Education Policy 2010 has set some common goals and primary education objectives. But the attempt of enacting education law is not completed even today. As a result, many activities in implementing education policy are being hampered. In the absence of a specific legal mechanism in the same arena, the ‘National Education policy’ has not been appropriately implemented. The research endeavors to discuss present education policy, the unitary concept of education, and the importance of adopting specific rules and regulations within the Education Act. The research also aims to analyze the unitary idea of primary education and the extent to which Bangladesh needs a specific legal mechanism to ensure unitary primary education. The scope of this research is restricted to the study of state practice of Bangladesh.
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Carter, Greg, Christopher Owens, and Hsien-Chang Lin. "HIV Screening and the Affordable Care Act." American Journal of Men's Health 11, no. 2 (October 22, 2016): 233–39. http://dx.doi.org/10.1177/1557988316675251.
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Men continue to bear disproportionate accounts of HIV diagnoses. The Patient Protection and Affordable Care act aims to address health care disparities by recommending preventative services, including HIV screening, expanding community health centers, and increasing the healthcare workforce. This study examined the decision making of physician and primary care health providers to provide HIV screenings. A quasi-experimental design was used to estimate the effects of the Affordable Care Act on provider-initiated HIV screening. The National Ambulatory Medical Care Survey was used to examine HIV screening characteristic from two time periods: 2009 and 2012. Logistic regression indicated that patient and provider characteristics were associated with likelihood of being prescribed HIV screening. Non-Hispanic Black men were more likely to be prescribed HIV screening compared to non-Hispanic White men (odds ratio [OR] = 12.33, 95% confidence interval [CI; 4.42, 34.46]). Men who see primary care providers were more likely to be prescribed HIV screening compared to men not seeing a primary care provider (OR = 5.94, 95% CI [2.15, 16.39]). Men between the ages of 19 and 22 were more likely to be prescribed HIV screening compared to men between the ages of 15 and 18 (OR = 6.59, 95% CI [2.16, 20.14]). Men between the ages of 23 and 25 were more likely to be prescribed HIV screening compared with men between the ages of 15 and 18 (OR = 10.13, 95% CI [3.34, 30.69]). Health education programs identifying men at increased risk for contracting HIV may account for the increased screening rates in certain populations. Future research should examine age disparities surrounding adolescent and young men HIV screening.
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Pyter, Magdalena. "Ewolucja ustawodawstwa oświatowego w Anglii w XIX i XX wieku." Czasopismo Prawno-Historyczne 69, no. 1 (October 4, 2018): 67–81. http://dx.doi.org/10.14746/cph.2017.1.4.
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The issues raised in the article concern the development of education law in England from the enactment of the School Sites Act of 1841 to the enactment of the Education Act of 1944 which was the first comprehensive education act in England. Firstly, the article presents the reasons behind the rapid development of English education in the second half of the 19th century. Furthermore, the paper delineates the influence of the economy and of the industrialization on the systematic dissemination of education. Particular attention was paid to the spread of education to the masses at the primary level and to the education ofthe poorest people. The article presents the successively enacted legislative acts and legislative work conducted on them in various types of committees (royal committees, government committees). Also, the results of the work of these committees is discussed, i.e. the reports prepared by the said committees which later were the basis of legislative acts.
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Feriandi, Yoga Ardian, Dasim Budimansyah, and Kokom Komalasari. "Studies on the Ecological Competence of Civic Education in Primary Schools." Madrasah 13, no. 2 (June 30, 2021): 173–85. http://dx.doi.org/10.18860/mad.v13i2.12291.
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The development of the world of technology has provided many changes in the pattern of human life, including influencing environmental phenomena that have an impact on the way of life of citizens. To prevent environmental destruction. So ecological education is one of the efforts to continue the effort to create citizens who care about the environment with their environmental characteristics. This study aims to examine the ecological competence of elementary school students through civic education in building awareness of the environment. The approach used in this research is qualitative with the literature study method. The results of the analysis and study in this study indicate: 1) the competence of knowledge and ecological strategies of elementary school students is formed through civic education, 2) elementary school students can act on environmental issues, 3) elementary school students have the quality to address environmental issues through civic education. So that the conclusion in this study is that the ecological competence of elementary school students can be formed through civic education, the output of which is that these students have environmental skills and character in utilizing their environment.
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Juszczyk-Rygallo, Joanna. "IDENTITY EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 202–11. http://dx.doi.org/10.17770/sie2018vol1.3081.
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Family was the basis of socialization in traditional society. Older generation transmitted values to younger generation. Individuals accepted the social roles defined in the society. Nowadays, the socio-cultural conditions changed, which released individuals from the social destiny, but also shook their belief in traditional values. Now, children try to eliminate this loss of sense of identity through interactions with surroundings. However, they always look for more attractive development environment, therefore their interactions concern rather the virtual world than the real one. All personal relationships are weakened in virtual society. The influence of primary environments (family, neighborhood, peers) is marginalized. Thus, it is more and more difficult to achieve relatively stable points of reference – role models – which enable children to find who they want to be. Currently children search them beyond primary social structures, mostly within the scope of virtual communities. Thus, the most important role model for a child is the Internet with its resources, which sometimes does not support normal development. Therefore, defining oneself by the child is more reflexive and subjective. Hence, socialization of children becomes individual, personal and unique. Consequently, there is a need to establish a new space for socialization – the process of identity education. This article is an analytical description of the complex socialization of a child in the contemporary world. Against this background, it attempts to characterize conditions necessary to base this process on identity education as an act of self‑knowledge.
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Takano, Kazuko. "The position of teacher training in UK higher education - unification of higher education and "quality assurance"." Impact 2021, no. 4 (May 11, 2021): 13–15. http://dx.doi.org/10.21820/23987073.2021.4.13.
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Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher training in higher education during the Thatcher-Major educational reforms when the quality assurance system was being developed. Importantly, Takano is looking at both professional and academic aspects of teacher training. The Education Reform Act 1988 was introduced under the Thatcher government and the Further and Higher Education Act 1992 was brought in by the Major government. Teacher training courses were largely provided by polytechnics and higher education colleges, which were public sector institutions and after higher education was unified by the 1992 Act, polytechnics and higher education colleges meeting the standards of scale and quality were promoted to university status. With the introduction of further acts, it started to become clear that the administration of teacher training was positioned not in the higher education series but the primary and secondary education series. This was one of the milestones in the history of teacher training in the post-war period.
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Kennelly, Julie, Neil Taylor, Tom Maxwell, and Pep Serow. "Education for Sustainability and Pre-Service Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.
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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.
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Bisanz, Andrea, Susanne Hueber, Johannes Lindner, and Eva Jambor. "Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 142–56. http://dx.doi.org/10.2478/dcse-2019-0024.
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Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.
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Skamp, Keith, Eddie Boyes, and Martin Stannistreet. "Global Warming Responses at the Primary Secondary Interface 2. Potential Effectiveness of Education." Australian Journal of Environmental Education 25 (2009): 31–44. http://dx.doi.org/10.1017/s0814062600000380.
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AbstractIn an earlier paper (Skamp, Boyes, & Stanisstreet, 2009b), students' beliefs and willingness to act in relation to 16 specific actions related to global warming were compared across the primary secondary interface. More primary students believed in the effectiveness of most actions to reduce global warming and were willing to take those actions. In general there was a disparity between students' beliefs and their actions and explanations were proffered for these differences. Using these data, a derived measure of the potential effectiveness of education in encouraging each of these pro-environmental actions to reduce global warming is reported. This measure, and other derived indices, suggests where education could be most effective in encouraging willingness to take pro-environmental actions to reduce global warming.
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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.
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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Young, Michelle D., Kathleen M. Winn, and Marcy A. Reedy. "The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership." Educational Administration Quarterly 53, no. 5 (October 13, 2017): 705–26. http://dx.doi.org/10.1177/0013161x17735871.
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Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the opportunity afforded by the focus on leadership in ESSA. Findings: Through the examination of federal policy and existing research in this arena, we review the level of attention paid to educational leadership within Elementary and Secondary Education Act, its reauthorizations, and other federal education legislation. ESSA provides an enhanced focus on educational leadership and acknowledges the importance of leaders in achieving federal goals for education. Furthermore, ESSA acknowledges the importance of developing a strong leadership pipeline and, thus, allows states and districts to use federal funds to support leadership development. In this article, we delineate this focus on leadership within ESSA and offer examples of how states are planning to support leadership development. Implications and Conclusion: The important role that school leadership plays in supporting student, teacher, and school-wide outcomes warrants its inclusion within federal education policy. However, the opportunity to realize ESSA’s intended goals around leadership development could be undermined by forces at both the state and federal levels.
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Kanzler, Kathryn E., Patricia Robinson, Mariana Munante, Donald McGeary, Jennifer Potter, Bria MacIntyre, Eliot Lopez, Willie Hale, James Mintz, and Dawn Velligan. "2135." Journal of Clinical and Translational Science 1, S1 (September 2017): 69. http://dx.doi.org/10.1017/cts.2017.245.
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OBJECTIVES/SPECIFIC AIMS: This study seeks to test the feasibility and effectiveness of a brief acceptance and commitment therapy (ACT) treatment for chronic pain patients in a primary care clinic METHODS/STUDY POPULATION: Primary care patients aged 18 years and older with at least 1 pain condition for 12 weeks or more in duration will be recruited. Patients will be randomized into (a) ACT intervention or (b) control group. Participants in the ACT arm will attend 1 individual visit with an integrated behavioral health provider, followed by 3 weekly ACT classes and a booster class 2 months later. Control group will receive enhanced primary care that includes patient education handouts informed by cognitive behavioral science. Data analysis will include 1-way analysis of covariance (ANCOVA), multiple regression with bootstrapping. RESULTS/ANTICIPATED RESULTS: The overall hypothesis is that brief ACT treatment reduces physical disability, improves functioning, and reduces medication misuse in chronic pain patients when delivered by an integrated behavioral health provider in primary care. In addition, it is anticipated that improvements in patient functioning will be mediated by patient change in pain acceptance and patient engagement in value-consistent behaviors. DISCUSSION/SIGNIFICANCE OF IMPACT: This pilot study will establish preliminary data about the effectiveness of addressing chronic pain in a generalizable integrated primary care setting. Data will help support a larger trial in the future. Findings have potential to transform the way chronic pain is currently managed in primary care settings, with results that could decrease disability and improve functioning among patients suffering from chronic pain.
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Allen, Suzanne M., Ruth A. Ballweg, Ellen M. Cosgrove, Kellie A. Engle, Lawrence R. Robinson, Roger A. Rosenblatt, Susan M. Skillman, and Marjorie D. Wenrich. "Challenges and Opportunities in Building a Sustainable Rural Primary Care Workforce in Alignment With the Affordable Care Act." Academic Medicine 88, no. 12 (December 2013): 1862–69. http://dx.doi.org/10.1097/acm.0000000000000008.
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Harrison, Jo-Ann. "The Education Reform Act-1988: Its Origin and Implications. Michael Flude , Merril HammerChanging Primary Practice. Robin Alexander , John Willcocks , Kay Kinder." Comparative Education Review 35, no. 3 (August 1991): 554–56. http://dx.doi.org/10.1086/447053.
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Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.
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To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.
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Chauhan, Daxesh S., and S. D. Mishra. "Student’s Perception towards Subject Teachers: A Contributing Factors for School Attendance." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (May 28, 2017): 117. http://dx.doi.org/10.21013/jems.v7.n2.p9.
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<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight & adequate fertilizer without its plant can’t germinate. In same way children also want to germinate and developed themselves so that they can admitted in primary school .Appointment of various subject teacher play a role of fertilizer in germination and development of children. In this study data were collected by means of a questionnaire on SMCs’ members of various primary schools of Anand district and analysed through SPSS using exploratory cum descriptive statistics. Present study found that participants (SMCs’) were neither satisfied nor unsatisfied with appointment of subject teachers and their teaching methods. Chi-square test and karl-pearson correlation helped to find out the relation between the variables. During statistics analysis researcher found very significant relationship between appointment of subject teachers, teachers completed curriculum within specific period, teachers’ motivation and child feel happy to go to schools. </em></p></div>
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Elbert, Gábor. "The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers." Physical Culture and Sport. Studies and Research 46, no. 1 (December 1, 2009): 123–29. http://dx.doi.org/10.2478/v10141-009-0010-4.
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The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education TeachersAs a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport
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Crosby, Sondra S., Nicolette Oleng, Muriel M. Volpellier, and Ranit Mishori. "Virginity testing: recommendations for primary care physicians in Europe and North America." BMJ Global Health 5, no. 1 (January 2020): e002057. http://dx.doi.org/10.1136/bmjgh-2019-002057.
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Virginity testing is a complex, culturally mediated practice that is poorly understood by Western clinicians. While advocating for global elimination of the practice of virginity testing as a human rights violation, clinical practice is often more complicated and ethically nuanced, and the clinician must act in the best interest of her patient. Upholding human rights does not have to be incompatible with providing a needed service to a patient, which should never include an invasive exam if not medically necessary, but should include education and safety assessments.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.
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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Kurniasari, Florentina, Eddy Jusuf, and Ardi Gunardi. "The readiness of Indonesian toward MOOC system." International Journal of Engineering & Technology 7, no. 3 (August 1, 2018): 1631. http://dx.doi.org/10.14419/ijet.v7i3.15431.
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Learning through digital environment has become both trend and necessities for today’s education. One of the latest virtual learning trends is the Massive Open Online Course (MOOC). MOOC is spotlighted internationally and locally. Not only the internationally well-known, MOOCs, such as Coursera, edX, and Future Learn, many countries, including Indonesia, are also building their own MOOCs. However, how could this MOOC mode suitable for Indonesian learning culture? How would MOOC fit the Indonesian act of National Education System? In attempt to answer the questions, content analysis method would be used within the research through primary and secondary resources in the domain of MOOCs to see whether MOOC is potentially implemented in Indonesia based on the readiness of Indonesian learners to conduct self-study in digital environment and analysis on the act of National Education System.
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Pandya, Samta. "Yoga Education Program for Reducing Drug Dependency and Promoting Better Asthma Control for Chronic Asthmatic Children: A Multicity Experiment." Global Pediatric Health 6 (January 2019): 2333794X1983745. http://dx.doi.org/10.1177/2333794x19837455.
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This article reports a 1-year long yoga education program (YEP) experiment aimed at reducing drug dependency and promoting better asthma control for chronic asthmatic children. Participants were 450 chronic asthmatic children across 4 cities. Two measures were used: Pediatric Asthma Diary (PAD) and Childhood Asthma Control Test (C-ACT). Results indicated that intervention group children had better asthma control in terms of lower average PAD scores and higher C-ACT scores and reduced drug intake vis-à-vis the control group. Within the intervention cohort, asthma symptoms persistence was lower and control was higher for children from Asian cities, boys, Hindus, middle-class children, those whose mothers were their primary caregivers, who lived in standard family setups, who also attended the optional YEP rounds, and regularly self-practiced. The strongest predictor of lower posttest PAD scores and higher C-ACT scores was self-practice. The YEP can be used as an effective complementary treatment for chronic asthmatic children.
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Gromyko, Y. V. "Vasiliy Davydov: The Founder of Activity Practice in Education." Психологическая наука и образование 25, no. 5 (2020): 5–18. http://dx.doi.org/10.17759/pse.2020250501.
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The paper analyzes the conceptual framework of the activity-based content of education that was elaborated by Vasiliy Davydov and implemented in a new design of school subjects. The article shows that, in order to promote activity practice in education, Davydov had to develop three project-oriented notions that he integrated into a single system of activity practice: 1. The notion of the structure of the thinking act – the ‘cell’ of any thinking processes acquired by students; 2. The notion of the concept as a system of actions (i.e. the concepts from school subjects, such as ‘number’, ‘phoneme’) that represents the main content of primary education; 3. The notion of a schoolchild’s learning activity as a form of activity aimed at mastering new types of school subjects. The integration of these three notions was possible due to Davydov’s metacognitive approach that allows one to analyze the concretization of the notions about the thinking act using the materials from different school subjects, in different types of activity. The paper argues that the next step in the development of activity practice in education requires the elaboration of the concept of education as a form of integration of the student’s learning activity and the teacher’s instructional activity.